— August 12, 1886] 
aria cucullata) from South America, presented by Mr. W. E. 
Ayerst ; four Florida Tortoises (Zestudo polyphemus) from 
Florida, presented by Mr. Hugh Bellas; a Common Viper 
(Vipera berus) from Hampshire, presented by Mr. Gerald Waller, 
_ F.Z.S.; a Brown-throated Conure (Conurus @ruginosus) from 
South America, a Roseate Cockatoo (Cacatwa roseicapilla) from 
Australia, a Macaque Monkey AZacacus cynomolgus) from India, 
deposited ; a Bandicoot Rat (JZus bandicoota), a Bronze-spotted 
Dove (Chalcopelia chalcopilos), bred in the Gardens. 
ASTRONOMICAL PHENOMENA FOR THE 
WEEK 1886 AUGUST 15-21 
ano the reckoning of time the civil day, commencing at 
Greenwich mean midnight, counting the hours on to 24, 
is here employed. ) 
At Greenwich on August 15 
Sun rises, 4h. 47m. ; souths, 12h. 4m. 16°6s.; sets, 19h. 21m, ; 
decl. on meridian, 14° 1’ N.: Sidereal Time at Sunset, 
16h, 57m. 
Moon (one day after Full) rises, gh. 12m.*; souths, oh. 13m. ; 
sets, 5h. 19m. ; decl. on meridian, 12° 13’ S. 
Planet Rises Souths Sets Decl. on meridian 
h. m h. m. h. m. 5 ; 
Nex cunyamn S03) ica T2040 neu XS)55 9 FON: 
ViEnnSeEEIO) = LOPTE aey 1S 12). 20 (ORN: 
Wharsmeen sy 10) 49). 15) 59 20) IO), -e) LOM23h5- 
Jupiter... B45) ce 14.440 ce. 20743 0555 
Saturn... I 34 9 40 . 17 46 21 59 N. 
* Indicates that the rising is that of the preceding evening. 
Occultations of Stars by the Moon (visible at Greenwich) 
Corresponding 
angles from ver- 
Aug. Star Mag. Disap. Reap.  tex'to eno tor 
inverted image 
h. m. h. m. o © 
Meese) 4) Ceti 6... 21 58 nearapproach 345 — 
yf coos KEELES bac Gee 22 eee 220320-ONgag 
W7ien.) BeAniG. (5 B® cen PAN ang. IS bon IS 
19 ... v Piscium Ady ces 2242) nn30 23) 47, 68 261 
Aug. h, 
TOME oO Mercury in inferior conjunction with the 
Sun. 
Variable Stars 
Star R.A. Decl. 
h. m. oO h. m. 
WrGephel)-.. oO 52:2... 81 16 N. ... Aug. 17, 21 28 m 
Algol eo 3 OSundO FONG a pp 2th Oz 
RComez ... 5 Tt GSM tates 018) 23 Na oo. a U7 M 
WWAWiroimistes err 13) 20°25 2E4719, 0 99 27s) OO M 
3 Libree 3 we MONEY IC) cee) 2) AZM cao pp) Pg HO 
WeCoronce see. 15) 030. 32 4Ne 2) j, 8S, (20217 
NWieelercnlishes) ss 16) 31°2)--. 37 34.NE --- 55, 28; M 
We@phinchive |e U7 10:8... 1 20N.-.. 5, 7, 275077 
», 17,234 m 
W Sagittarii ao ty) Bi] Bien 2) ys ao mp Bin © OL 
U Sagittarii... 5 Ht DE oso OL TAS ono gp Ey © OL 
Bilayress) =. cs 1S 4579)... 33) 14 No - 5) 20) 21 Okmy 
S Vulpeculze 4) LIB) cao 27 OINa coo gn Zo M 
RSagitte ... ... 20 8°9...16 23.N.... 5, 19, m 
5 Cephei 5 GING) crn 7 IS) INI non 9p. eh BAO 
M signifies maximum 3; 7 minimum ; 7, secondary minimum, 
TENTH ANNIVERSARY OF THE FOHNS 
HOPKINS UNIVERSITY 
*)-HE tenth anniversary of the Johns Hopkins University at 
Baltimore was celebrated on April 26 last. Of the 
addresses delivered on that occasion we reprint two, the second 
of which reviews the work of this distinguished institution since 
its foundation. The work of the University in every depart- 
ment of human knowledge is well-known and appreciated in 
this country, and it is unnecessary to add a word to the address 
of Dr. Thomas, beyond expressing a cordial hope that the future 
may, in the words of the very appropriate ode read on the 
occasion, be 
“Smooth course and splendour of the sunset-smiles.” 
NATURE 
349 
The following is the address delivered by Prof. Henry A. 
Rowland, Ph.D., who took for his subject ‘‘The Physical 
Laboratory in Modern Education.” 
‘© From the moment we are born into this world down to the 
day when we leave it, we are called upon every moment to 
exercise our judgment with respect to matters pertaining to our 
welfare. While nature has supplied us with instincts which take 
the place of reason in our infancy, and which form the basis of 
action in very many persons through life, yet, more and more as 
the world progresses and as we depart from the age of child- 
hood we are forced to discriminate between right and wrong, 
between truth and falsehood. No longer can we shelter our- 
selves behind those in authority over us, but we must come to 
the front and each one decide for himself what to believe and 
how to act in the daily routine and the emergencies of life. 
This is not given tous asa duty which we can neglect if we 
please, but it is that which every man or woman, consciously or 
unconsciously, must go through with. 
“Most persons cut this Gordian knot, which they cannot un- 
tangle, by accepting the opinions which have been taught them 
and which appear correct to their particular circle of friends 
and associates : others take the opposite extreme, and, with in- 
tellectual arrogance, seek to build up their opinions and beliefs 
from the very foundation, individually and alone, without help 
from others. Intermediate between these two extremes comes 
the man with full respect for the opinions of those around him, 
and yet with such discrimination that he sees a chance of error in 
all, and most of all in himself. He has a longing for the truth, 
and is willing to test himself, to test others, and to test nature 
until he finds it. He has the courage of his opinions when thus 
carefully formed, and is then, but not till then, willing to stand 
before the world and proclaim what he considers the truth. Like 
Galileo and Copernicus he inaugurates a new era in science, or, 
like Luther, in the religious belief of mankind. He neither 
shrinks within himself at the thought of having an opinion of his 
own, nor yet believes it to be the only one worth considering in 
the world ; he is neither crushed with intellectual humility, nor 
yet exalted with intellectual pride ; he sees that the problems of 
nature and society can be solved, and yet he knows that this can 
only come about by the combined intellect of the world acting 
through ages of time, and that he, though his intellect were that 
of Newton, can, at best, do very little toward it. Knowing this 
he seeks all the aids in his power to ascertain the truth, and if 
he, through either ambition or love of truth, wishes to impress 
his opinions on the world, he first takes care to have them 
correct. Aboveall, he is willing to abstain from having opinions 
on subjects of which he knows nothing. 
‘Tt is the province of modern education to form such a mind, 
while at the same time giving to it enough knowledge to have a 
broad outlook over the world of science, art, and letters. ‘Time 
will not permit me to discuss the subject of education in general, 
and, indeed, I would be transgressing the principles above laid 
down if I should attempt it. I shall only call attention at this 
present time to the place of the laboratory in modern education. 
I have often had a great desire to know the state of mind of the 
more eminent of mankind before modern science changed the 
world to its present condition and exercised its influence on all 
departments of knowledge and speculation, But I have failed 
to picture to myself clearly such a mind, while, at the same time, 
the study of human nature, as it exists at present, shows me 
much that I suppose to be in common with it. As far as I can 
see, the unscientific mind differs from the scientific in this, that 
it is willing to accept and make statements of which it has no 
clear conception to begin with, and of whose truth it is not 
assured. It is an irresponsible state of mind without clearness 
of conception, where the connection between the thought and 
its object is of the vaguest description. It is the state of mind 
where opinions are given and accepted without ever being sub- 
jected to rigid tests, and it may have some connection with that 
state of min where everything has a personal aspect and we are 
guided by feelings rather than reason. 
«When, by education, we attempt to correct these faults, it is 
necessary that we have some standard of absolute truth: that we 
bring the mind in direct contact with it, and let it be convinced 
of its errors again and again. We may state, like the philo- 
sophers who lived before Galileo, that large bodies fall faster 
than small ones, but when we see them strike the ground to 
gether, we know that our previous opinion was false, and 
we learn that even the intellect of an Aristotle may be mis- 
taken. Thus we are taught care in the formation of our 
